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Mr. Wince's Reflections

For My Students - Flexible Seating

3/18/2018

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"I am asking students to do uncomfortable or unfamiliar thinking, the least I can do is provide comfortable places to sit."

Would I want to sit in my own area for up to two hours a day?

This question has helped shape what environment I want in my areas. I believe that students will do their best when they are comfortable and able to choose where they sit. In my classes, students have the options of sitting on a couch, a recliner, individual "comfy" chairs, stand/sit at a high table or may choose to sit on the floor or sit in the traditional desks. Student choice will forever be very important to me and allowing students this choice should provide a relaxed and inviting environment.

How can I teach responsibility if I have assigned seats and take away the ways students can practice making responsible decisions? The students need to think about where they will sit based off what work they need to complete. The students need to think about who they need to be sitting by. Some students figure this out very quickly and make the responsible decision. Others need more guidance and learning all the ways that do not work, with the hope on my end that one day soon it will click for them and then we will be off and running!

Giving this opportunity for the students allows for more learning opportunities in soft skills of sharing limited resources and producing work when comfortable. The students amaze me every day how many students can fit on the couch, the record for a three person couch is six, with all of the boys working. The students amaze me with the ability to fit so many on a two person love-seat, four, each doing their own thing.

Where do you need to sit to be successful?

*** I have been told the furniture shown may not be the best for following Fire Code. What I tell my students is "Please, don't come to me with the problem, come to me with the solution of your problem and how you figured it out." I would love to any help that would be offered.

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    Mr. Dylan Wince

    I am not a writer but I am writing.

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Last Updated May 16th, 2022.
  • Home
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Design
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Know the Four Rules
            • Produce Questions
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • SBG to Ungrading
      • Reflection is Learning
    • About Mr. Wince
    • Diversity and Inclusion
    • The Study of History
    • A People's History of the United States (Text and Audio)
    • Project Archives
    • Contact
  • American History
    • '21-'22 Syllabus
    • Q1 - Fundamentals: Indigenous America to United States of America >
      • Indigenous America
      • Colonial America
      • Events Leading to the American Revolution
      • 1780s-1810s - New Nation
      • 1810s-1840s - Expanding the Territory of the United States
    • Q2 - Race and Class: "No Struggle...No Progress." >
      • 1850s-1865 - Civil War
      • 1865-1890s - Reconstruction
      • 1880s-1900s - Gilded Age
    • Q3 - Social "Progress" and World Wars >
      • 1900-1910s - Imperialism and World War I
      • 1920s-1930s - Roaring 20’s & Great Depression
      • 1930s-1945 - World War II
    • Q4 - Civil Disobedience: Identity. Action. >
      • Q4 American/AZ History Weekly Agendas
      • 1945-1950s - Post-World War II America
      • 1960s-1970s - Civil Disobedience
      • 1980s-2000s - Modern Era
  • World History
    • '21-'22 Syllabus
    • Q1 - Every Story Matters >
      • Thinking Like a Historian and Geographer
      • Renaissance, Reformation and Scientific Revolution
      • c.1400s - c.1700s - Exploration and Colonization
    • Q2 - Economics and Labor Systems >
      • c.1600s-c.1800s - Age of Revolutions
      • c.1800s - Industrialization
    • Q3 - Conflicts and Resolutions >
      • 1914-1919 - The Great War
      • 1917-1923 - Russian Revolution
      • 1939-1945 - World War II
    • Q4 - Global Human Rights >
      • Q4 World History Weekly Agendas
      • 1940s-1980s Cold War and Proxy Wars
      • Independence & Decolonization Movements
      • Modern World Issues
  • US Government
    • Spring '22 Syllabus
    • Q3 - Democracy: Citizenship/Voting >
      • Project 'My Part'
      • Democracy
      • Citizenship
      • Voting
    • Q4 - Collective Action: Equality and Justice >
      • Q4 - US/Arizona Gov. Weekly Agendas
      • Learning Not Hurting: Our Focus on Change
      • Creating a Podcast
      • Collective Action
      • Fight for Equality
      • Fight for Justice
  • Economics
    • Fall '22 Syllabus